MIDWIFERY STUDENTS’ EXPERIENCE OF ROLE-PLAYING AS A TEACHING STRATEGY: A QUALITATIVE STUDY

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KHATIBAN M.; SANGESTANI G.; OSHVANDI KH.

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Journal: Journal of Nursing Education Year:2014 | Volume:3 | Issue:1 (7) Page(s): 61-70

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Title

MIDWIFERY STUDENTS’ EXPERIENCE OF ROLE-PLAYING AS A TEACHING STRATEGY: A QUALITATIVE STUDY

Author(s)

KHATIBAN M. | SANGESTANI G. | OSHVANDI KH. | Issue Writer Certificate

Keywords

INTERNSHIPQ3

ROLE PLAYINGQ2

MIDWIFERY STUDENTSQ2

EXPERIENCEQ1

QUALITATIVEQ3

Abstract

Introduction: The impact of clinical education in MIDWIFERY STUDENTS’ skill development and preparation has long been recognized. The students’ EXPERIENCEs of these fields, especially the students who are employed in the new strategies, are very important and should be considered. Therefore, the aim of this study was to explore the MIDWIFERY STUDENTS’ EXPERIENCEs role-playing as a teaching strategy in learning group counseling and training of the clients.Method: This study was conducted via QUALITATIVE content analysis. All MIDWIFERY STUDENTS (n=16) using ROLE PLAYING were enrolled in the study after a purposive sampling. Data collected via 16 semi-structured individual interviews, four focus group interviews, observations and field notes. The average duration of the individual and focus group interviews were respectively 25.3(±8.7) and 48.7(12.2±) minutes. The conventional content analysis was simultaneously done with data gathering.Results: Mean ages of the students were 21.3(± .81) years. All of them were at fifth semester course of midwifery and had no prior work EXPERIENCE. QUALITATIVE analysis of the interview transcripts, observations and field notes, brought about three themes “play the role”, "execution the role” and “transition from the student to professional person”. The first theme had three categories: “role taking”, “theory using opportunity” and “role significance”. The second consisted of the “primary nervousness”, “mastery” and “fulfillment” categories. The latter had “qualified practice” and “proficient future”.Conclusion: By using ROLE PLAYING as a teaching strategy, students can “play the imaginary role”, "implement the real role” and “transform from student to a professional person”.

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APA: Copy

KHATIBAN, M., SANGESTANI, G., & OSHVANDI, KH.. (2014). MIDWIFERY STUDENTS’ EXPERIENCE OF ROLE-PLAYING AS A TEACHING STRATEGY: A QUALITATIVE STUDY. JOURNAL OF NURSING EDUCATION (JNE), 3(1 (7)), 61-70. SID. https://sid.ir/paper/238262/en

Vancouver: Copy

KHATIBAN M., SANGESTANI G., OSHVANDI KH.. MIDWIFERY STUDENTS’ EXPERIENCE OF ROLE-PLAYING AS A TEACHING STRATEGY: A QUALITATIVE STUDY. JOURNAL OF NURSING EDUCATION (JNE)[Internet]. 2014;3(1 (7)):61-70. Available from: https://sid.ir/paper/238262/en

IEEE: Copy

M. KHATIBAN, G. SANGESTANI, and KH. OSHVANDI, “MIDWIFERY STUDENTS’ EXPERIENCE OF ROLE-PLAYING AS A TEACHING STRATEGY: A QUALITATIVE STUDY,” JOURNAL OF NURSING EDUCATION (JNE), vol. 3, no. 1 (7), pp. 61–70, 2014, [Online]. Available: https://sid.ir/paper/238262/en

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